Okul Müdürlerinin Öz-Yeterlik Algıları ve Mesleğe Yönelik Tutumları Arasındaki İlişki

Yıl 2017, , 35 - 61, 16.06.2017

Ali Baltacı

https://doi.org/10.29065/usakead.306507

Cited By: 9

Öz

Bu araştırma okul müdürlerinin öz-yeterlik
algıları ile mesleğe ilişkin tutumları arasındaki ilişkileri belirlemek
amacıyla yapılmıştır. Araştırmanın evrenini, İzmir ilinde çalışmakta
olan 1852 okul müdürü ve örneklem ise tabakalı örneklem yöntemiyle belirlenen 341
okul müdüründen oluşmak­tadır. Araştırmada ilişkisel tarama modellerinden kanonik korelasyon
yöntemi kullanılmıştır. Araştırmada, araştırmacı tarafından geliştirilen ‘Okul
Müdürlerinin Mesleğe Yönelik Tutum Ölçeği’ ile Tschannen-Moran ve Gareis’in
(2004) geliştirdiği ‘Okul Müdürlerinin Öz Yeterlik Algıları Ölçeği’ Türkçeye
uyarlanarak kullanılmıştır. Araştırma sonucunda, okul müdürlerinin
öz-yeterliklerinin her üç alt boyutta düşük düzeyde olduğu, benzer şekilde okul
müdürlerinin mesleğe yönelik tutumlarının da düşük bir düzeyde olduğu
belirlenmiştir. Ayrıca, yönetsel öz-yeterliklerin mesleğe ilişkin tutumlarla
çok yüksek derecede ilişkili olduğu, bunun yanında öğretimsel öz-yeterlikler
ile etik öz-yeterliklerin de mesleğe yönelik tutumlar ile yüksek derecede
ilişkili olduğu bulunmuştur. Araştırma sonuçlarından hareketle, okul
müdürlerinin seçilmesinde öz yeterliklerinin farkında olup kişisel
potansiyelini okul içinde ve dışında kullanabilecek kişilerin tercih edilmesi
önerilebilir. Araştırma alanyazındaki önemli bir boşluğu kapatmasının yanı
sıra, yeni çalışma alanlarına işaret etmektedir.

Anahtar Kelimeler

Öz-yeterlik, tutum, okul müdürü

Kaynakça

• Ajzen, I. (2002). Perceived behavioral control, Self‐Efficacy, locus of control, and the theory of planned Behavior1. Journal of applied social psychology, 32(4), 665-683.
• Allinder, R.M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
• Ardıç, K., & Baş, T. (2001). Kamu ve vakıf üniversitelerindeki akademik personelin iş tatmin düzeyinin karşılaştırılması, 9. Ulusal Yönetim ve Organizasyon Kongresi, 24-26.
• Audia, P. G., Locke, E. A., & Smith, K. G. (2000). The paradox of success: An archival and a laboratory study of strategic persistence following radical environmental change. Academy of Management Journal, 43(5), 837-853.
• Balcı, A. (2003). Örgütsel sosyalleşme kuram strateji ve taktikler. Ankara: Pegem A Yayıncılık.
• Balcı, A. (2015). Sosyal bilimlerde araştırma: Yöntem teknik ve ilkeler (12. Baskı). Pegem A Yayıncılık.
• Balcı, A., Baltacı, A., Fidan, T., Cereci, C., & Acar, U. (2012). Örgütsel sosyalleşmenin, örgütsel özdeşleşme ve örgütsel vatandaşlıkla ilişkisi: İlköğretim okulu yöneticileri üzerinde bir araştırma. Eğitim Bilimleri Araştırmaları Dergisi, 2(2), 47-74.
• Baltaci, A., & Balcı, A. (2017). Complexity Leadership: A Theorical Perspective. International Journal of Educational Leadership and Management, 5(1), 30-58.
• Baltacı, A. (2016). Mentörlük ve göreve başlama. Pegem AtıF İNdeksi, 0, 289-308. doi:10.14527/899
• Baltacı, A . (2017a). Avrupa Okullarında Dini Simgelerin Yasallığı. Cumhuriyet İlahiyat Dergisi, 21 (1), 45-80.
• Baltacı, A. (2017b). Relations between Prejudice, Cultural Intelligence and Level of Entrepreneurship: A Study of School Principals. International Electronic Journal of Elementary Education, 9(3).
• Baltaci, A. (2017c). A Comparison of Syrian Migrant Students in Turkey and Germany: Entrepreneurial Tendencies and Career Expectations. European Journal of Educational Research, 6(1), 15-27. doi:10.12973/eu-jer.6.1.15
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
• Bandura, A. (1993). Perceived Self-efficacy in Cognitive Development and Functioning. Educational Pschologist, 28(2), 117–148.
• Bandura, A (1997). Self-efficacy: The exercise of control. New York: Freeman.
• Bandura, A. (2009). Cultivate self-efficacy for personal and organizational effectiveness. In E. A. Locke (Ed.), Handbook of principles of organizational behavior: Indispensable knowledge for evidence based management (pp. 179-200). United Kingdom: John Wiley and Sons.
• Başaran, İ. E. (2000). Örgütsel Davranış: İnsanın Üretim Gücü. Üçüncü Kez Yeniden Yazım. Ankara: Feryal Matbaası.
• Bilgic, R. (1998). The relationship between job satisfaction and personal characteristics of Turkish workers. The Journal of Psychology, 132(5), 549-557.
• Burley, W. W., Hall, B. W., Villeme, M.G. & Brockmeier, L. L. (1991) A path analysis of the mediating role of efficacy in first-year teachers’ experiences, reactions, and plans. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
• Bursalıoğlu, Z. (1981). Eğitim yöneticisinin yeterlikleri. Ankara, Ankara Üniversitesi Eğitim Fakültesi Yayınları.
• Bümen, N. T., & Özaydın, T. E. (2013). Adaylıktan göreve öğretmen özyeterliği ve öğretmenlik mesleğine yönelik tutumlardaki değişimler. Eğitim ve Bilim, 38(169).
• Caprara, G. V., Barbaranelli, C., Steca, P. & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: a study at the school level. Journal of School Psychology, 44, 473-490.
• Chacon, C. T. (2005). Teacher’ Perceived Efficacy Among EFL Teachers in Middle Schools in Venezuela. Teaching and Teacher Education, 21(3), 257–272.
• Champoux, J. E. (2016). Organizational behavior: Integrating individuals, groups, and organizations. New York: Routledge.
• Cousins, J.B., & Walker, C.A. (2000). Predictors of educators' valuing of systemic inquiry in schools. Canadian Journal of Program Evaluation (Special Issue), 25-53.
• Czerniak, C. M., & Lumpe, A. T. (1996). Relationship between teacher beliefs and science education reform. Journal of Science Teacher Education 7: 247-266.
• Çapa, Y. & Çil, N. (2000). Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının farklı değişkenler açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 69-73.
• Çimen, S. (2007). İlköğretim Öğretmenlerinin Tükenmişlik Yaşantıları ve Yeterlik Algıları. Yayınlanmamış Yüksek Lisans Tezi, Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü, Kocaeli.
• Darmody, M., & Smyth, E. (2016). Primary school principals' job satisfaction and occupational stress. International Journal of Educational Management, 30(1), 115-128.
• De Forest, P.A. & Hughes, J.N. (1992). Effect of teacher involvement and teacher self-efficacy on ratings of consultant effectiveness and intervention acceptability. Journal of Educational & Psychological Consultation, 3, 301-316.
• Dembo, M. H. & Gibson, S. (1985). Teachers’ sense of efficacy: An important factor in school improvement. Elementary School Journal, 86, 173-184.
• Evans, E. D. & Tribble, M. (1986). Perceived teaching problems, self-efficacy and commitment to teaching among preservice teachers. Journal of Educational Research, 80 (2), 81-85.
• Fidan, T., & Balcı, A. (2016). Principal Proactivity: School Principals’ Proactive. Applied Chaos and Complexity Theory in Education, 29.
• Fidan, T. & Öztürk, İ. (2015a). Perspectives and expectations of union member and non- union member teachers on teacher unions. Eğitim Bilimleri Araştırmaları Dergisi - Journal of Educational Sciences Research, 5 (2), 191-220.
• Fidan, T., & Oztürk, I. (2015b). The relationship of the creativity of public and private school teachers to their intrinsic motivation and the school climate for innovation. Procedia-Social and Behavioral Sciences, 195, 905-914.
• Ghaith, G. & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13, 451-458.
• Gençtürk, A., & Memiş, A. (2010). An investigation of primary school teachers’ teacher efficacy and job satisfaction in terms of demographic factors. Elementary Education Online, 9(3), 1037-1054.
• Guskey, T. R. (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers. American Educational Research Journal, 21, 245-259.
• Gysbers, N. C. (2001). School guidance and counseling in the 21st century: Remember the past into the future. Professional School Counseling, 5(2), 96-106.
• Hall, B., Burley, W., Villeme, M. & Brockmeier, L. (1992). An attempt to explicate teacher efficacy beliefs among first year teachers. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
• Hardoon, D. R., Szedmak, S., & Shawe-Taylor, J. (2004). Canonical correlation analysis: An overview with application to learning methods. Neural computation, 16(12), 2639-2664.
• Henson, R. K. (2001). Relationships between preservice teachers’ self-efficacy, task analysis, and classroom management beliefs. Paper presented at the annual meeting of the Southwest Educational Research Association, New Orleans, LA.
• Hoy, W. K., & Woolfolk, A. E. (1993). Teachers' sense of efficacy and the organizational health of schools. The Elementary School Journal. 93, 4, 355-372.
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
• Kalleberg, A. L. (1977). Work values and job rewards: A theory of job satisfaction. American sociological review, 124-143.
• Klassen, R. & Chiu, M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology. 102, 3, 741-756.
• Lazarus, R. S. (1991). Progress on a cognitive-motivational-relational theory of emotion. American psychologist, 46(8), 819.
• Lunenburg, F. C., & Ornstein, A. C. (2013). Eğitim yönetimi (Çev. Arastaman, G.). Ankara: Nobel Yayınları.
• Luszczynska, A., Gutierrez-Donâ, B., & Schwarzer, R. (2005). General self-efficacy in various domains of human functioning: Evidence from five countries. International Journal of Psychology, 40(2), 80-89.
• Midgley, C., Feldlaufer, H. & Eccles, J. (1989). Change in teacher efficacy and student self and task related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81(2), 247-258.
• Morrison, D. F. (1998). Multivariate analysis, overview. New York: John Wiley & Sons, Ltd.
• Özçallı, S. (2007). Possible Effects of In-service Education on EFL Teachers’ Professional Development in Terms of Teacher Efficacy and Reflective Thinkin. Yayınlanmamış Yüksek Lisans Tezi, Boğaziçi Üniversitesi, İstanbul.
• Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. Perception, 11, 239-266.
• Palmer, D. (2006). Durability of changes in self efficacy of preservice primary teachers. International Journal of Science Education. 28, 6, 655-671.
• Poulou, M. (2007). Personal teaching efficacy and its sources: student teachers' perceptions. Educational Psychology, 27(2), 191-218.
• Rich, T. (2015). A Worthy Asset: The Adjunct Faculty and the Influences on Their Job Satisfaction. To Improve the Academy, 34(1-2), 156-170.
• Rots, I., Aelterman, A., Vlerick, P. & Vermeulen, K. (2007). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23, 543-556.
• Say, M. (2005). Fen Bilgisi Öğretmenlerinin Öz-Yeterlik İnanışları. Yayınlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
• Schwarzer, R., Hahn, A., & Jerusalem, M. (1993). Negative affect in East German migrants: longitudinal effects of unemployment and social support. Anxiety, Stress and Coping, 6, 57-69.
• Scott, W. R., & Davis, G. F. (2015). Organizations and organizing: Rational, natural and open systems perspectives. New York: Routledge.
• Semerci, Ç. (1999). Öğrencilerin öğretmenlik mesleğine ilişkin tutum ölçeği. Eğitim ve Bilim, 23(111).
• Skaalvik, E.M. & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education. 26, 1059-1069.
• Sunger, M. (2007). An analysis of efficacy beliefs, epistemological beliefs and attitudes towards science in preservice elementary science teachers and secondary science teachers. Yayınlanmamış Yüksek Lisans Tezi. Ortadoğu Teknik Üniversitesi, Ankara.Turkey
• Tabachnick, B. G., & Fidell, L. S. (2007). Multivariate analysis of variance and covariance. Using multivariate statistics, 3, 402-407.
• Tasdan, M., & Tiryaki, E. (2008). Comparison of the level of job satisfaction between at private and state primary school teachers. Egitim ve Bilim, 33(147), 54.
• Tschannen-Moran, M., & Gareis, C. R. (2004). Principals' sense of efficacy: Assessing a promising construct. Journal of Educational Administration, 42(5), 573-585.
• Tschannen-Moran, M. & Woolfolk-Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2002). The influence of resources and support on teachers’ efficacy beliefs. In annual meeting of the American Educational Research Association, New Orleans, LA.
• Tschannen-Moran, M. & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and teacher Education, 23, 944-956.
• Başbay, M., Ünver, G., & Bümen, N. T. (2009). Ortaöğretim alan öğretmenliği tezsiz yüksek lisans öğrencilerinin öğretmenlik mesleğine yönelik tutumları: boylamsal bir çalışma. Kuram ve Uygulamada Eğitim Yönetimi, 59(59), 345-366.
• Üstüner, M. (2006). Öğretmenlik mesleğine yönelik tutum ölçeğinin geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 45(45), 109-127.
• Watters, J. J. & Ginns, I. S. (1995). Origins of and changes in preservice teachers’ science teaching efficacy. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
• Woolfolk Hoy, A. & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teacher and Teacher Education, 21, 343-356.
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology, 25(1), 82-91.